I have come to a frightening conclusion that, I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, And a child humanized or de-humanized. Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Categories of Disabilities that Qualify for Special Education
specific learning disabilties
speech or language impairments
mental retardation
emotional disturbances
multiple disabilties
hearing impairments
orthopedic impairments
other health impairments
autism
deaf-blindness
traumatic brain injury
ADHD--These students receive servies under "other health impairments" or Section 504 of the Rehabilitation Act of 1973
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Components of the IEP
Levels of performance
curriculum-based measurement
Annual Goals
Short Term Objectives
Description of Services
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Who are the participants of an IEP?
appropriate representative from the school, principal, superintendent etc.
student's teacher (special education and general education teacher)
One or both parents
The student, when appropriate
an individual who can interpret the instructional implications of evaluations results
others at the discretion of the parent or school personnel ie; parole officer, speech therapist, or even a bus driver
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Continuum of Alernative Placements
0100 General Classroom with modifications (80-100%)
0110 Resource Room (40-79%)
0120 Self-Contained Classroom (0-39%)
0130 Separate Day School
0140 Residential Facility
0150 Home/Hospital
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Necessary Skills to be in Regular Classroom
Follows directions in class
Comes to class prepared with materials
uses class time wisely
makes up assignments and tests
treats teachers and peers with courtesy
completes and turns in homework on time
works cooperatively in student groups
completes tests with a passing grade
appears interested in content
takes notes in class
Scans textbook for answers and information
Volunteers to answer questions in class
Writes neatly
Is able to give oral reports and speeches
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) CHARACTERISTICS OF STUDENTS AT RISK FOR SCHOOL FAILURE
n Cognitive and metacognitive Deficits
n Low academic achievement
n Poor memory
n Attention problems and hyperactivity
nPoor social skills
nPoor self control
n Poor motivation
n Debilitating mood states
n Adaptive behavior deficits
n Disruptive behavior
Sited from : Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
IEP question/answer: It seemed that after watching the video of the team meeting for the IEP, every member seemed to be in agreement except one key member, and that was the 5th grade girl, Dani. From the beginning, the para professional, special education teacher, classroom teacher, and parents all seemed to be in agreement. The para and special ed teacher always seemed to be in communcation about the plan that was to be followed, and they also ran through a rough draft of the IEP before the actual meeting. The parents stated that the school professionals were always open to new suggestions and ideas, and that they were very amiable to work with. However, throughout this entire meeting, Dani, said very little about this entire experience. I do believe that it is very important for Dani to be present during a meeting such as this because it has been, and will be a very integral part of her education for years to come. It also important because Dani is a 5th grader, and she will soon be entering a new phase in her life; middle school. For anyone, middle school is full of challenges that has little to do with education, and it is important to have a solid plan in place for Dani before these other problems arrise. While at the current time, it seems as if the team is getting along, I feel that it is important for Dani to have input to say what is working and what is not working.
What can I do as a teacher?
I have come to a frightening conclusion that,I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a child's life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whether a crisis will be escalated or de-escalated,
And a child humanized or de-humanized.
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Categories of Disabilities that Qualify for Special Education
- specific learning disabilties
- speech or language impairments
- mental retardation
- emotional disturbances
- multiple disabilties
- hearing impairments
- orthopedic impairments
- other health impairments
- autism
- deaf-blindness
- traumatic brain injury
- ADHD--These students receive servies under "other health impairments" or Section 504 of the Rehabilitation Act of 1973
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)Components of the IEP
- Levels of performance
- curriculum-based measurement
- Annual Goals
- Short Term Objectives
- Description of Services
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)Who are the participants of an IEP?
- appropriate representative from the school, principal, superintendent etc.
- student's teacher (special education and general education teacher)
- One or both parents
- The student, when appropriate
- an individual who can interpret the instructional implications of evaluations results
- others at the discretion of the parent or school personnel ie; parole officer, speech therapist, or even a bus driver
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)Continuum of Alernative Placements
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Necessary Skills to be in Regular Classroom
Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
CHARACTERISTICS OF STUDENTS AT RISK FOR SCHOOL FAILURE
n Cognitive and metacognitive Deficits
n Low academic achievement
n Poor memory
n Attention problems and hyperactivity
n Poor social skills
n Poor self controln Poor motivation
n Debilitating mood states
n Adaptive behavior deficits
n Disruptive behavior
Sited from : Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
IEP question/answer:
It seemed that after watching the video of the team meeting for the IEP, every member seemed to be in agreement except one key member, and that was the 5th grade girl, Dani. From the beginning, the para professional, special education teacher, classroom teacher, and parents all seemed to be in agreement. The para and special ed teacher always seemed to be in communcation about the plan that was to be followed, and they also ran through a rough draft of the IEP before the actual meeting. The parents stated that the school professionals were always open to new suggestions and ideas, and that they were very amiable to work with. However, throughout this entire meeting, Dani, said very little about this entire experience.
I do believe that it is very important for Dani to be present during a meeting such as this because it has been, and will be a very integral part of her education for years to come. It also important because Dani is a 5th grader, and she will soon be entering a new phase in her life; middle school. For anyone, middle school is full of challenges that has little to do with education, and it is important to have a solid plan in place for Dani before these other problems arrise. While at the current time, it seems as if the team is getting along, I feel that it is important for Dani to have input to say what is working and what is not working.